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• W2018302332 abstract "As The New York Times of January 26, 1976 reported, students of the dismal science are signing up in record numbers for economics all over the country. But everywhere the lament is the same: . . recent talks with scores of undergraduates in across the country reveal considerably more grumbling than gratitude about their introductory courses. The problem is complicated by the fact that economists feel that all students must learn economic analysis before they can adequately understand economic problems and their solutions. Hence, a major portion of the time spent in classrooms is devoted to graphs, equations and analysis. Can the teaching of economic analysis be accelerated, thereby making more class time available for discussion of economic issues and public policy? I would argue that with the use of appropriately designed materials-films, cassettes, programmed learning units-the analytical component of the principles course can be taught more effectively. Many institutions are experimenting with SPI (self-paced instruction) techniques. According to Professor Allison of Harvard University, within the last five years, self-paced instruction (SPI) has been 'discovered' by economists . . and is the new wave at over 80 colleges and universities [1, p. 5]. However, I know of no institution employing the combination of media I have mentioned for the purpose of teaching economic analysis. Nor am I aware of instructors offering a semi-Keller mode of instruction, i.e., a combination of self-paced instruction and conventional teaching. Professor Allison's review of self-paced instruction in economics, correctly assesses the impact of the sharp turn in educational from the capital-intensive darlings of the 60's-teaching machines and educational television--to the simpler pencil and paper format currently in vogue [1, p. 5]. One may properly ask why the capital-intensive darlings of the 60's failed to capture the imagination of teachers of economics? Moreover, if the future wave of SPI experiments is indeed restricted to pencil and paper, are we likely to experience any more success with this new innovation in pedagogy? It is my observation that the failures of technology in economic education have little to do with capital requirements and much to do with the lack of involvement of the profession in producing the necessary soft-ware. If the industry forecasts of the impending release of the video disk can be taken seriously, we may indeed be on the brink of a major technological revolution in education. That is, if the profession is prepared to retool for the kind of new scholarship which visual rather than verbal communication requires." @default.
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• W2018302332 title "Self-Paced Instruction: New Directions" @default.
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• W2018302332 doi "https://doi.org/10.2307/1182140" @default.
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